1 Euroclassica Newsletter Number 14, January 2006 Contents Executive

Euroclassica Newsletter number 14, January 2006

Contents

Executive Committee 2 Bank Account 3 Euroclassica website 3 President’s report 2004/2005 4 Financial report 8 Annual conference in Stockholm 2006 9 Minutes of the General Assembly in Dubrovnik 2005 11 Report on the Annual conference in Dubrovnik 2005 17 Report on the Academia Homerica 2005 19 Official Resolution of Academia Homerica 2005 21 Activities of Academia Homerica 2005 22 Cambridge Latin Conference 23 Concours de grec ancien 2005-2006 25 The European Curriculum for Classics 27 Latin Platform 44 Euroclassica Projects 46 Antiquity Connects 46 Ancient Greek Drama 47 Classics Teaching in Europe 48 Announcement of the IIa Academia Latina 2006 49 Announcement of the IXa Academia Homerica 2006 51 Book Notice 52 Competition author, auctor, auteur 53 Members of Euroclassica 54 Supporters, Associates and Contacts 58

Executive Committee

Francisco Rua Maria Amélia P-3060-218 00351-231-423856 Oliveira Magalhaes Carneiro Cantanhede 00351-962957733 President, 18 Portugal euroclassic@ Treasurer ci.uc.pt

Eva Schough Kolmilegränd 33 S-18743 Täby 0046-8-7585879 Tarandi Sweden eva.schoug.tarandi Vice-president @telia.com European report Academia Latina

Barbara Trnkova 16 77900 Olomouc 00420-58-5224563 Pokorná Czechia pokornab@ Central Europe ffnw.upol.cz Lobbying Newsletter Academia Latina

Paul Ieven Avenue de B-1420 Braine- 0032 2 3872942 Secretary Chantecler 26 l’Alleud [email protected] Euroclassica Belgium Project

Alfred Steinfeldgasse 26 A-8020 Graz 0043 316 719866 Reitermayer Austria [email protected] Lobbying European Curriculum Website

Jadranka Ivana Meštrovića 3 HR-20000 00385 20436372 Bagarić Dubrovnik jadranka_bagaric@ East Europe Croatia yahoo.com Lobbying jadranka_bagaric@ Workshops yahoo.fr

Bank Account

Please transfer your subscription to:

IBAN: PT50003508170000170073006 SWIFT / BICCODE : CGDIPTPL Caixa Geral de Depositos Coimbra – Portugal Francisco de Oliveira – EUROCLASSICA

Euroclassica website

www.euroclassica.net or www.euroclassica.org

President’s report 2004/2005

ACTIVITIES REPORT – EUROCLASSICA 2004/2005

The Executive Committee did all his best to pursue the goals of the project for the four years of the mandate.

1 — Website Thanks to A. Reitermayer, and to our supporters Peter Glatz and Andreas Thiel, Euroclassica Website is absolutely in place with an outstanding technical quality. The challenge now should be to link each national member homepage and to circulate continuously updated contents.

2 — Newsletter The regular publication of Euroclassica Newsletter was granted by Barbara Pokornà, who cared for the editorial organization, for the print and the postage. John Bulwer continued to help to improve the linguistic competence of our drafts.

3 — The Academiae The Academia Homerica received about 140 participants and, as always, was very sucessful in all the activities, mainly the visit to Troy. It is noticeable the participation, for the first time, of Turkish students and speakers. The Academia Latina had finally the first edition in a very different way from Academia Homerica but with the same intent of increasing the general interest for the classical culture. In both cases, to achieve these projects was only possible because of the devotion of Maria Eleftheria Giatrakou and Marianna Georgountzou-Nikitopoulou in the first case; and Eva Tarandi and Maria-Rosaria di Garbo in the second;

4 — Classics in Europe Euroclassica Committee favoured a certain number of projects concerning the identification of the arguments in favour of classics teaching and the establishment of a European Classical curriculum. These goals are very urgent, since the situation of classics in the education system of certain countries allows no optimism (Belgium, Croatia, France, Portugal, Romania, Switzerland). The Belgian video project has received until now film sequences from five countries: Austria, Portugal, Romania, Switzerland and French-speaking Belgium. As a result of these five contributions, a DVD will be offered to each of the participating countries. The DVD will be shown at Dubrovnik to those who are interested in it. The project is not necessarily complete. Other contributions can be added later and the project

4 will grow step by step, as some countries seem to need more time to complete their sections. For the project on Classics Teaching in Europe, J. Bulwer has already received several contributions and prepares the publication of the final result. The Europatria project is underway. The texts of each country should be finished at the latest in two years. Meanwhile, at the next general assemblies, beginning with that of Dubrovnik, the countries which have finished their work will have the chance to present it. Alfred Reitermayer is leading the discussion of two important subjects to the future of classics. The first concerns a European Curriculum for the Study of Classical Languages. After the approval of the first step, we are undertaking now the second stage of this project . It aims at a European programme for the study of Latin as well as the first stage for the teaching of Greek. We hope that every representative of the country members discussed the matter in their associations and can formulate specific comments for discussion at the general assembly in Dubrovnik. The second subject concerns the definition on the structures of the bases of European languages, a project created by the European Council. When A. Reitermayer will finish his work on the European curriculum for the study of classical languages, Euroclassica will be able to contribute to the project of the European Council.

5 — Cooperation Euroclassica Exevutive Committee had contacts with a lot of responsibles for projects and supported initiatives for the promotion of classical culture, mainly such as CIRCE, Initiative fuer humanistische Bildung in Europa, Mouson Dora ‘The Gift of the Muses’, a very interesting project presented to the Executive Committee in Brussels by Madame F. Jurion, and the Certamen della Tuscia. H.-J. Glücklich informed the committee of a request from the ACL to organise with Euroclassica a congress in Europe. This idea was first transmitted to me in May 2004, in Lisbon, in a meeting with HJG. As the Committee did not receive from ACL an official letter on this, the committee cannot for the moment take a position. Nevertheless all Americans who wish to participate at a Euroclassica congress are welcome. I would like to emphasize now a lot of ideas that some of us, responding to a kind invitation, have discussed in Athens in October 2004 with Odeg (organisation for the international promotion of the Greek language): — we have decided not only to continue to support the Competition for Ancient Greek, but also to envisage the organisation of a similar competition for university students. — we promised our support to an exhibition of Greek and Latin course books in Athens participated by ODEG. Every national member association should send the course books used in their country or at least the references of the books and the publishers’ details. After the exhibition the books should be sent to the Heidelberg Documentation Centre.

— ODEG wishes also to organize an international project on Greek theatre. The representatives of the Executive Committee and J.-L. Navarro, who was present at Athens for this discussion, are in favour of it. Exact details are awaited from Odeg.

6 — Lobbying ODEG proposes to contact European parliamentary representatives on a project concerning classical languages. Each Euroclassica representative should contact a Member of the European Parliament, who is likely to participate in this project. This is a very creative approach. As such, the Committee decided to discuss it in the General Assembly in Dubrovnik.

7 — Heidelberg Documentation Centre. On his request, H-J Glücklich was present in Brussels for the Executive Committee meeting where he asked all the members to send books to Heidelberg Documentation Centre. Personally, I was very interested in this matter, since in the meeting of Athens with ODEG, I had proposed that the books offered to the exhibition in Athens should be sent to Euroclassica Documentation Centre. The Committee felt that the books offered by the national associations before should be accessible to everybody. In consequence, the Committee asked H-J Glücklich to present a catalogue of the books already received, and he promised to do so in two weeks.

8 — Internal organisation At the meeting in Genoa, some participants objected to the term ex officio members. For this reason, the Executive Committee, in accordance with article 14 of the statutes, decided to grant or renew specific powers to three persons, instead of speaking of ex officio members: H.-J. Glücklich, the responsibility for the Documentation Centre in Heidelberg and for contacts with the ACL (American Classical League); M-E Giatrakou, the responsibility for Academia Homerica; to John Bulwer, the task of assistant editor of the Newsletter.

9 — Euroclassica future Congresses For 2006, the Congress in Stockholm is confirmed. For 2007, our Russian colleagues accept to organize it in San Petersburg. For 2008, Macedonia is the greatest possibility.

10 — Finantial issues In Genoa, some participants complainted for the absence of documentation concerning the finantial report. These problem can be solved only when the membership fees are paid some time before the General Assembly. This solution has costs, since the transfer by bank, instead of payment in the very moment of the General Assembly, means the loss of about 25% of the amount. But the cheaper solution faces

6 the problem of the ocasional absence of some national associations in the assemblies and the impossibility of preparing documentation in due time. Another problem is a fiscal one. I decided to consult E. Wolter as well as the Luxembourg embassy in Portugal. From these contacts I have concluded that Euroclassica, since it is a non-profit making enterprise is not subject to VAT and so has neither the need for nor the right to a fiscal number. If any sponsors request this number, the national representative can show them the official response of the Luxembourg Embassy. This letter has been translated into English by a legal translator and certified, and can be given when necessary.

11 — Members of Euroclassica It’s very difficult to maintain contacts with some countries. Personally, I tried to contact Poland and Latvia but without success. Through the embassies of Turkey in Athens and Lisbon, I was given a list of Turkish cultural associations, but I couldn’t identify, till now, which one is interested in our field and has the necessary status to be member of Euroclassica. I ask to every representative to use all the ways to bring another countries to Euroclassica. It is important to have as much countries as possible inside.

Francisco de Oliveira

Financial report

EUROCLASSICA BUDGET — 2006

Income expenditure Membership fees AUSTRIA (Sodalitas) 300 BELGIUM (FPGL) 150 BELGIUM (VZW) 150 BULGARIA (AAC) 100 CROATIA (PCSC) 100 CZECHIA (ALPHA) 100 DENMARK (KF) 300 FRANCE (IFTA) 300 GERMANY (DAV) 300 GREAT BRITAIN (JACT) 300 GREECE (EEPh) 300 ITALIA (CLILC) 150 LATVIA 300 LUXEMBURG (Pro Lat.) 300 MACEDONIA 200 THE NETHERLANDS (VCN) 300 POHLAND (PTF) 300 PORTUGAL (APEC) 300 ROMANIA (SSCR) 100 RUSSIA () 300 SPAIN (SEEC) 300 SWITZERLAND (SAV) 300 SWEDEN 300

Total 5.550

Administration, meetings 1.800 Lobbyng 500 Newsletter 750 Academia Latina 1.000 Academia Homerica 1.000 Others 500 Total 5.550

Annual conference in Stockholm 2006

We would like to announce the Euroclassica congress in cooperation with Svenska Klassikerförbundets “In course training/education for Swedish teachers of Classics” The congress will take place in Stockholm and Uppsala from 28 Oct. to 1 Nov. 2006.

Preliminary program: Saturday 28 Oct.: Stockholm university. 13.00 Official opening ceremony and welcome by the Prefect of the Classical Department at Stockhom University Professor Hans Aili and Euroclassica president Professor Francisco de Oliveira. Introductory lecture.: Prof. Hans Aili, St. Brigida Refreshments 15.00 -18.00 General Assembly

Sunday 29 Oct.: Stockholm University 9.00-12.00 General Assembly 14.00 Euroclassica : workshops, presentations and lectures Conference Dinner

Monday 30 Oct.: Stockholm University Lectures: Prof. Erland Sellberg, Prof. Hans Helander, Swedenborg, Lunch Prof. Ann-Marie Jönsson, Carl von Linné Prof Hans Aili, Petrus Artedi: Ichtyologia

Tuesday 31 Oct.: Kungsholmens gymnasium Full day workshop: “Practical approaches to ICT in Latin” by Andreas Thiel and Peter Glatz, a hands on work shop for producing teaching materials. “Blended Learning on a Latin Platform” by Franz Riegler

Wednesday 1 Nov.: Full day guided tour to Uppsala.

A detailed program and more information will be sent to you in September 2006.

The conference fee is 75 EUR. The guided bus excursion to Uppsala costs 30 EUR.

For application send all relevant information (name, address etc.) to [email protected] before 1 June 2006. You will then get all necessary information for payment.

Eva Tarandi Kolmilegränd 33 SE-187 43 Täby Sweden

Recomended hotels:

A&BE Hotel, Grev Turegatan 50, SE-114 38 STOCKHOLM; tel: +46 8 660 21 00; fax: +46 8 660 59 87 [email protected] www.abehotel.com Prices in SEK: single 490-790, double 590-890

August Strindberg hotell, Tegnérgatan 38, SE-113 59 STOCKHOLM ; tel: +46 8 32 50 06; fax: +46 8 20 90 85 [email protected] www.hotellstrindberg.se Prices in SEK: single 1295, double 1495

Örnsköld Hotell, Nybrogatan 6, SE-114 34 STOCKHOLM; tel: +46 8 667 02 85: fax: +46 8 667 69 91 [email protected] www. hotelornskold.se Prices in SEK: single 975-1175, double 1375-1975

Best Western Terminus hotel, Vasagatan 20, Box 271, SE-10125 STOCKHOLM; tel: +46 8 440 16 70; fax: +46 8 440 16 71 [email protected] www.terminus.se Prices in SEK: single 1100-1715, double 1960-2155

Other hotels can be found via Hotellcentralen, tel: +46 8 508 285 08; fax: +46 8 791 86 66 [email protected] www.stockholmtown.com/hotels

Minutes of the General Assembly in Dubrovnik, 2nd April 2005

Members present : Committee : Francisco de Oliveira (P), Jadranka Bagaric (CR), Barbara Pokorna (CZ), Eva Schoug Tarandi (S), Alfred Reitermayer (A), Paul Ieven (B).

Representatives of the following countries : Austria, Belgium, Croatia, Denmark (P. Rasmussen), Spain (R. Martinez), Germany, Great Britain (J. Neville), Greece, Netherlands , Republic of Macedonia, Romania, Switzerland.

1. Opening of the General Assembly The president proposes a change to the agenda which is accepted. 14 : Europatria. 15 : European Programme. 16 : Structure of European Languages. 17 : lobbying at the European Parliament. 2. Approval of the report of the General Assembly at Genoa (17th April 2004) 3. Report on Activities 2004-2005 The president reads his report on the activities 2004-2005. This is approved by the representatives; for a copy see appendix 1. 4. Financial Report 2003-2004 2003: report approved. 2004: the treasurer distributes a copy of the accounts for 2004 which contain the most recent transfers. As the origin of two bank transfers cannot be identified, the report will not be put to the approval of the representatives until the next General Assembly. In the interim F. Oliveira will identify the two transfers in question and get the bank to reveal the precise identities of those who have made the transfer, and if this fails he will close the account and change bank. In the future representatives are asked to make the payment of their subscription in cash at the General Assembly. If they still wish to pay by bank transfer they are asked to inform the treasurer of their payment giving the date of the payment and sending him a copy of the transfer. 5. Budget 2006 a) The budget is approved. The treasurer ought to make contact with the countries that have not paid their contribution for two years. b) In the expenses column the amount of 2,000 euros for Academia Latina must be changed to two payments of 1,000 each, one for Academia

Latina, and the other for Academia Homerica. Each of these amounts is advanced to the organisers of the summer schools. They will reimburse to Euroclassica this advance if their accounts which will be presented to the committee are balanced. c) Concerning the fiscal number: the president has an official translation of the letter from the Luxembourg embassy which states that Euroclassica has no need of a fiscal number. This translation is available to representatives who ask for it. A copy of the text will be sent to each representative (see annexe 3). 6. Specific Powers The decision taken on this matter at the committee meeting in Brussels (13-14/11/04) is confirmed. In addition, the committee asks H-J Glücklich to provide a list coming from the University of Heidelberg, which contains all the books which form the documentation in Heidelberg reserved to Euroclassica. The committee also asks H-J Glücklich to locate the books sent by Portugal and francophone Belgium which do not at present appear on the list. 7. Euroclassica Newsletter B. Pokorna requests each representative to verify the contact information which currently appears in the newsletter. A new list with corrections will be sent to each representative. (Annexe 4).

8. Academia Homerica M-E Giatrakou indicates to representatives that Euroclassica and Academia Homerica are supported by several Greek politicians. These two institutions have been mentioned in the Greek press. Furthermore, this year Academia Homerica will expand to include Turkey which proposes some thirty candidates and a theatre piece will be offered to the participants, not at Ephesus as originally intended but perhaps at Miletus. However, Academia Homerica had in 2005 more financial difficulties because it did not have the usual subsidies from the Homereion, which awarded them this year to a celebration of Theodorakis. M-E Giatrakou asks for a copy of the text concerning the fiscal number to help obtain subsidies. 9. Academia Latina E. Tarandi announces that Academia Latina will not take place in 2005 because of a lack of participants. The organisers will make sure that all the documents for 2006 will be ready and presented on the internet from autumn 2005. Publicity should be made by each representative. The committee suggests that each representative creates within the national association an award or prize which will pay the fees of one student, so that

Academia Latina will be assured of at least one student from each country. Extracts from a film made by the students participating last year were presented to the assembly. 10. Co-operation The president recalls a rule relating to the requests for collaboration with Euroclassica: if an association which wishes to collaborate with Euroclassica and to benefit from its support contacts the committee directly the local representative of Euroclassica will be informed. a) P. Ieven reminds the assembly of the outline of the project Dons des Muses, which was contained in a text sent out with the report of the committee meeting in Brussels. He distributes copies of a CD with documents written by the Greek Ministry for Culture and encourages each representative to construct a project on this theme. b) CIRCE, L. Wauman encourages representatives to visit the site which makes available for teachers material which can help in teaching and which allows for the exchange of material and experiences. c) Christine Sleeper draws attention to the good state of the American Classical League and the success of the National Latin Examination organized in the USA. d) The president reports on the meeting in Athens in October 2004, of several members of the committee and the representatives of ODEG, (the association for the international promotion of Greek). The report of the president of the Greek association has been sent to each representative. F. Oliveira gives support to three projects. The competition in Ancient Greek attracted several European countries encouraged by Euroclassica delegates. A theatre project is underway: an outline of this has been set out by J-L Navarro in a document which had just arrived to the committee on the day of the assembly and will be studied shortly. Finally a project concerning course books: the committee asks each representative to send to ODEG as soon as possible a list of publishers of course books or a copy of the books which will become after an exhibition organised by ODEG the property of Euroclassica. In general the committee assures ODEG of the support of Euroclassica on condition that it obtains on time precise information about these initiatives.

11. The congress of Euroclassica in Stockholm (2006) E. Tarandi confirms the wish of the Swedish to organise the next congress of Euroclassica on the theme of “Renowned Thinkers”. After consulting her colleagues in Sweden, there are two possible dates for the congress: either the first week of November which is a training week for Swedish teachers, or the beginning of August. The representatives are asked for their opinion and the majority preferred August, although they are willing to leave the choice of date to the Swedish (eleven of the representatives present say they could as well come in November).

12. The congresses after 2006 In 2007, Russian colleagues agree to organise the congress at Saint Petersburg. In 2008 and 2009, the Romanian and Macedonian colleagues are willing to take their turn.

13. Classics in Europe a) Initiative for a Humanistic education in Europe In order to promote the teaching of ancient languages in Europe, H. Meissner, former president of the German association DAV, has produced a text. With the aid of several members of Euroclassica he has had it translated into many languages (fifteen in all) to broadcast it as widely as possible. Mr Meissner thanks all those who have collaborated on this project and explains the follow-up to it: to obtain by means of this text the support of many personalities in all European countries. To achieve this he proposes a draft of a letter to send to order to make contact with these people.

b) Situation of Classics in Europe Each representative is asked to give a brief explanation of the situation of Classical languages in their own country. The situations are diverse: some make their pessimism clear (Portugal, Denmark, Switzerland, Sweden, francophone Belgium); others reveal a relatively stable situation (Netherlands, Flemish Belgium, Germany, Austria); several eastern countries (Croatia, Romania) indicate that entry into the European Union could represent a danger for Classical Studies in their countries. Each representative is invited to write a short summary of their presentation concerning the situation of Classical languages in their country and to send it with statistics if possible to Eva Tarandi who will gather together the information.

c) The video project

P. Ieven distributes to the five countries who have contributed up till now (Austria, Portugal, Romania, Switzerland, francophone Belgium) a DVD containing their five contributions. These extracts are presented to the assembly. An appeal is made to continue the project with new contributions.

14. Europatria

Each representative is invited to indicate the state of their participation in the project. Portugal has already given a view of its work last year. L. Wauman (Flemish Belgium) presents the work done by one of her colleagues, Toon Van Houdt, University of Leuven: it consists of a collection of texts written in Flanders

14 by humanists of the 16th, 17th and 18th centuries. The Latin extracts are grouped by themes of current interest. This presentation arouses the enthusiasm of the assembly. Other countries have already started their work (Austria, Switzerland and francophone Belgium) ; others have formed teams (Macedonia, Sweden) or are about to do so have already planned out their researches. General interest is shown. F. Oliveira requests that all representatives are present for the next assembly.

15. European Programme

A. Reitermayer asks representatives to send him their comments on the second stage of the programme for Latin and the first stage for Greek. Comments given centre upon the age of pupils for different stages of the learning process, which can be different for each country. Others indicate that they this should not merely be a grammar programme which is not the intention of A. Reitermayer. After a lively exchange of views, the representatives ask A. Reitermayer to pursue his project.

16. European Language Structure Mr. Reitermayer draws attention to the current project at the European level in the European Centre for Modern Languages (ECML, cf. http://www.ecml.at/). Work is being done here on the structure of modern European languages. He proposes to undertake a project to integrate classical languages into this centre. However, this can only be done from 2007 when the European programme for Latin and Greek (see above 15) is complete.

17. Lobbying at the European Parliament

A. Reitermayer explains the contact he has had with a European member, M. Karas, which have been fruitful. He has received a letter from him assuring him of his support in the European Parliament. A. Reitermayer encourages everyone to do the same in their own country in order that Euroclassica can have in the future support for its projects from a number of European MPs. He will pass on to representatives an example of a letter to send to appropriate MEPs in order to gain a written undertaking of support from each one. Some representatives indicate that they would have to consult their national associations before taking steps along this line.

18. Other Business

P. Rasmussen invites members of the assembly to the international conference on Latin teaching in Europe to be held in Cambridge 22nd – 24th July 2005 (http://www.egl.ku.dk/cambridge/) Future members: contact is envisaged with Turkey and Finland.

Finally F. Oliveira gives thanks to J. Bagaric and her team for the organisation of the congress.

J. Bagaric thanks J. Bulwer and C. Haller for their help in translating documents for the congress.

Paul Ieven, secrétaire. (Original French translated by John Bulwer)

Report on the Annual conference in Dubrovnik 2005

PATRIMONIUM IN MANUSCRIPTIS CONSERVATUM

L’assemblée générale de Euroclassica s'est tenue cette année à Dubrovnik, en Croatie. A cette occasion, du 30 mars au 01 avril 2005, dans le Centre International des Universités Croates, s’est réalisé aussi le congrès annuel d’Euroclassica, organisé par l'Association Croate des Philologues Classiques, en collaboration avec le Département de Philologie Classique de l'Université de Zagreb, le Ministère des Sciences de l'Éducation et des Sports et l'Institut de l'Enseignement de la République de Croatie. En outre, le congrès a obtenu le soutien de l'Académie Croate des Sciences et des Arts, de l'administration régionale de Dubrovnik et Neretva, de la ville de Dubrovnik, de l'Évèque de Dubrovnik. Un tel nombre d’institutions interessées montre bien l’accueil accordé à cette initiative. Pendant les trois jours de congrès, le thème proposé, Patrimonium in manuscriptis conservatum, très suggestif, a été traité par un bon nombre de conférenciers, croates et issus d’autres pays, qui ont abordé soit les voies de transmission des textes, soit les textes et les auteurs eux-mêmes, dans leur contexte historique. En particulier, pendant cette fructueuse rencontre de philologues classiques de plusieurs pays d’Europe et d’Amerique, nos collègues croates ont pu montrer toute la profondeur de l’influence grecque et latine sur le lexique croate, et la richesse de la tradition classique en Croatie, en particulier pendant la Renaissance et l’Humanisme. Le programme du congrès comprenait aussi des ateliers pédagogiques très intéressants, permettant aux participants d’échanger leurs expériences. En outre, nous avons visité deux sites archéologiques de l'époque romaine: d’abord Narona, autrefois le centre de la province de Dalmatie, et son musée local où sont exposés les objets provenant des fouilles; et Mogorjelo, où se trouvent les vestiges d’une villa romaine du IVème. siècle après J.C., d’une grandeur remarquable, située dans un endroit qui surveillait toute la plaine voisine. À Dubrovnik même, on a pu admirer le recueil de manuscrits du couvent franciscain „Mala braća“, les Archives de Dubrovnik et la Bibliothèque Scientifique, qui nous ont vivement impressionnés par la richesse et la varieté des exemplaires conservés. Et je veux louer aussi la merveilleuse performance théâtrale et musicale des lycéens des deux écoles de Dubrovnik, le Lycée Classique Ruðer Bošković et le Gimnazija Dubrovnik. C'était une belle illustration de mise en pratique de la théorie pédagogique et didactique. Le titre de leur projet était Nous en Europe, l’Europe en nous; le spectacle, joué dans le théâtre Marin Držić à Dubrovnik, se composait de trois parties:

- une lecture de poèmes de plusieurs latinistes croates dont les oeuvres avaient été traitées dans les conférences du congrès (Raymundus Cunichius, traducteur de l'Iliade; Bernardus Zamagna, traducteur de l'Odyssée en latin; Benedictus Stay; Marcus Marulus; Ianus Pannonius et tant d'autres). Les élèves ont déclamé aussi des vers d'Homère dans le texte original et dans la traduction latine faite par leur compatriots Cunichius et Zamagna; - une adaptation de la légende d'Europe chez Ovide; - un récital de poèmes des latinistes croates, mis en musique et chantés par les élèves eux-mêmes. De cette façon, les jeunes classiques de Dubrovnik ont bien montré l’amour qu’ils portent aux valeurs classiques, en illustrant, en même temps, d’une manière agréable et pleine d’enthousiasme, les matières des conférences. Et ils l’ont fait en suivant un des objectifs d’Euroclassica, la construction d’une Europe qui retrouve ses sources. Qu’ils reçoivent nos applaudissements. Et nos applaudissements nourris vont également aux responsables qui ont organisé le congrès, à commencer par le prof. Darko Novakovic et prof. Olga Perić de ľ Université de Zagreb, dr Ivica Martinović de ľ Institut Croate de Philosophie, n’oubliant pas les jeunes professeurs Vladimir Rezar, Irena Bratičević, Relja Seferović, dont les cours étaient très intéressants et préparés avec beaucoup d'enthousiasme, ce qui ne les a pas empêchés de collaborer activement dans l’organisation. Je les salue amicalement, Et, finalement, j’adresse des remerciements très sincères, personnels et au nom du Comité Exécutif d’Euroclassica, à Jadranka Bagaric, responsable ultime de toute la logistique, en lui demandant de les transmettre à toute son équipe et à toutes les autorités croates.

Francisco de Oliveira

Report on the Academia Homerica 2005

The activities of EUROCLASSICA took place in summer 2005 (7-17 July) in Greece (Athens – Chios – Oinousses) with a trip to Asia Minor and for eighth year the activities of Academia Homerica. About 140 participants from all over the world attended carefully and enjoyed this excellent chance. The participants were outstanding hellenists and classicists, members of Academies, Professors of Universities, doctors, researchers, students, from Australia, Belgium, Croatia, England, Greece, Spain, Portugal, Italy, Russia, Germany, Ukraine, Luxemburg, Chile, etc. It was this meeting the most brilliant philological event that takes yearly place in Chios, Homer’s birthplace. The activities are divided in three sessions. One for the students with the main topic: HOMER AND WORLD LITERATURE. The Director of studies of this session was as every year Prof. John Thorley who taught the students with his zeal enthusiasm and knowledge the book 6 from Odyssey, and of course all the sessions enjoyed his opening lecture to the sessions entitled “Homer and the real Troy” with slides. The session of the scholars’ also attended very important really lectures on Homeric epic poems, not only from literary but from all the aspects of the other sciences. So very eminent classicists and scientists presented the Homeric epic poem from different point of view. In another session, professors and students attended both Modern Greek language, history and civilization. And of course every afternoon those wishing to learn Greek traditional dances attended the session of dances. The whole programme was enriched with visits in Athens the Acropolis and the Archaeological Museum and a visit to Piraeus, by the sea (Pasalimani) and the Themistocleaon walls where a dinner was offered by the ship-owner Mr. Panagiotis Tsakos. The first night in Athens all the participants had the chance to enjoy the traditional Greek food at the well known restaurants “Bairaktaris” at Monastiraki Square, under the lighted Acropolis. During the time of running Academia Homerica the participants had the chance to visit the famous Mastic Villages to enjoy there a performance at the traditional “Vigla” of the history of dances by Mrs. Xeni Giourgi Fylla. We had also visits to the naval Municipalities of Kardamyla and Oinousses island and the Byzantine place “Stratigaton”. The participants attended lessons in the Naval Academy of Oinousses, visited all the important places and accepted the generous hospitality of the Monastery and the Mayor. We had as always the possibility to visit Daskalopetra (Homer’s school) on which Homer was teaching his students Homerides his epic poems and we enjoyed the excellent guiding by Dr. Athina Zacharou – Loutrari and it was presented her admirable book, “HOMER THE POET OF CHIOS”, by Prof. Francisco R. ADRADOS and Dr. Maria – Eleftheria Giatrakou and spoke the writer on it with slides. We visited the Library “ADAMANTIOS

KORAIS”, the Naval Museum in Chios and Oinousses, the Byzantine of the 11th century Monastery in Chios, the Anavatos, Avgonymas, the Demotic Gallery of Chios, NEA MONI, Volissos, where Homer lived and the castle of Volissos near which was Homer’s house, according to the tradition. We must underline that the Municipalities of Chios, Oinousses, Homeroupolis and Amani (Volissos) nominated Honorary citizens of them, eminent and outstanding participants of Academia Homerica, which is the most important distinction. We may also note that all the media in Greece and abroad wrote excellent topics on Academia Homerica, many persons express enthusiastically the wish to participate again. We must also note that we had the chance to visit Asia Minor, Cesme, Smyrna, Ephesos, Pergamon and we had really a unique experience. The congress closed at Homerion, all the participants received the certificates of attendance and excellent editions as presents and was offered a fantastic lunch at “ARGENTIKON”, an important place with historical meaning of centuries, by the ship-owner, Mr. Lucas Ktistakis and the students wearing traditional costumes danced traditional dances. Mr. Ktistakis offered precious editions and a fine pen to each participant. Almost all the participants expressed their gratitude for enjoying lessons, lectures, editions, trips, hospitality and with great pleasure we inform you that the President of the Greek Democracy wrote a really brilliant letter to us promising to support again for 2006 Academia Homerica and to unite His powers with all of us who work laboriously for so many years to give light to the modern generations of the precious and eternal dignities of the Homeric Epic poems and the classical education and to confirm their position as precious “instruments” in all the grades of the education in Foundations of the whole world. He says at the beginning that he had always been a Worshiper of classics and the ancient Greek civilization which he served from every position he had been and worked for their appointment to known. Thanks to the efforts of all the members of the Executive Committee, the representatives of EUROCLASSICA, the cooperators, the members of the organizing Committee of Academia Homerica, the members of the secretariat, the state persons and sponsors of Greece, the hard work of the responsible persons of Academia Homerica we’re really satisfied, hoping to continue the Homeric epic poems travel for centuries and centuries.

Marianna Georgountzou – Nikitopoulou General Secretary of Academia Homerica

Offcial Resolution of Academia Homerica 2005

The modern western civilization and the world civilization have undoubtedly accepted the beneficial influence of the culture/paedeia of the Greco-Roman civilization and of course of the Christianity. Greece and Rome have been the foundations on which was built the civilization not only of Europe but of the whole world. The classical tradition as it appears in the form of the Greek and Latin language contributed to the development of logic and to the disciplined thought, the organization of the civilized society and arts, achievements which endured in the process of time and have signed the progress of the western civilization. Always educated persons are recognized thanks to their respect to classics and generally to the humanities. The most polite spiritual persons of the humanity studied classics and Greek culture in its diachronic process through which were expressed the most durable dignities of the humanity. EUROCLASSICA tries to diachronize this Greco-roman culture. Especially Academia Homerica concentrates its efforts in the studies of the immortal Homeric epic poems, in studying deeply the Greek culture and language in its diachronic process, in teaching the Greek history and civilization. By the use of classical studies was expressed the substance of the human spirit. Epos (epic poems), tragedy, philosophy, justice, science and generally politics had been the precious achievements and cultural creations of diachronic worth. The classical Greco-roman education is not only instrument as would like to be the modern technocrats, and other scientists, but decisive substantial element of the personality of each person. As classical studies have not the proper position they ought to possess in the educational curriculum of the whole world, all the participants of Academia Homerica we participated in its congress in Chios from 8-17 July 2005, on topic: “HOMER IN THE WORLD FOR HELLENISTS”, “HOMER AND WORLD LITERATURE”, for students and “GREEK LANGUAGE, HISTORY, CIVILIZATION” for all the participants. We ask the responsible Authorities the classics and Homeric epic poems to be the foundation for the intellectual and cultural education in the curriculum of all the levels of the European schools, Universities, educational foundations as well as for educational foundations of all the countries of the world, so that they should be guaranteed in all the levels of education. We also ask the responsible Authorities and state factors to care to be established in the Aegean University, in Chios, Department of Classics, as well as Department of History – Archaeology and Greek civilization, as Chios is an island with such a spiritual tradition and shining, so that Homer and his epic poems as well as our classical education will be studied deeply and will be turned to advantage all the spiritual treasure of the Library of Chios “ADAMANTIOS KORAES”, so that Chios will be the spiritual researching Centre, which will attract the interest of students, researchers, scholars. We hope the responsible authorities will care to satisfy the challenge of modern times. It’s certain that the results will fulfill their efforts and expectations.

Activities of Academia Homerica 2005

With great pleasure we inform you that on November 12, 2005 with brilliancy it was presented in Hall of the most ancient Philological Association of Greece, “PARNASSOS”, the excellent book of Dr. Athina – Zacharou – Loutrari, entitled “HOMER THE POET OF CHIOS”. Many factors cooperated for the success of that presentation. First Euroclassica – Academia Homerica, the Prefecture of Chios, the Municipality of Amani of Chios, the Association of Friendship between Nations, the Federation of all the Associations of Chios inhabitants in Attiki, the Association of inhabitants of Attiki whose origins is from Vrontados of Chios and the Editions “Alpha Pi” of Chios. More than 400 (four hundred persons) attended this presentation. Members of the Orchestra of the National Radio Television performed classical music with musical organs at the beginning then introduced the whole programme the General Secretary of Academia Homerica, Mrs. Marianna Georgountzou – Nikitopoulou, the President of “PARNASSOS”, Professor Mr. Ioannis Markantonis, we read and heard salutation of the Authorities and then presented the book “HOMER, THE POET OF CHIOS”, Prof. Nikolaos Konomis, member of the Athens Academy, Prof. Andreas Voskos, of the classics of the Athens University and Dr. Maria – Eleftheria Giatrakou, Director of Academia Homerica. Then Dr. Athina Zacharou – Loutrari presented the whole book with slides. It was a fantastic celebration which closed offering to all the persons who attended it, the traditional Chios Sweets “amygdalota” and offering to the personalities who contributed to this presentation, a fantastic dinner at “HERMEION” in Plaka. We hope during the year EUROCLASSICA – ACADEMIA HOMERICA will have a vivid presentation, organizing chances as the above, regarding classics, and other literary topics.

Marianna Georgountzou – Nikitopoulou General Secretary of Academia Homerica

Cambridge Latin Conference

Facing the Challenge: European perspectives on the teaching and learning of Latin, 22-24 July 2005, Cambridge, UK

Conference report

After nearly two years of planning there was excitement and relief when delegates began to arrive for registration in Clare College Cambridge on Friday 22 July. It was gratifying to welcome so many delegates from such varied backgrounds, 85 delegates from 15 countries – including 7 delegates from Eastern European countries (Croatia, the Czech Republic, Latvia, and Romania) and 9 The organisers (left to right): Bob Lister, from North America – across the full range of Per Rasmussen, Licia Landi the academic spectrum, from university professors and teacher trainers to Masters students and newly qualified teachers.

After a welcome from Prof. Mary Beard, chair of the University of Cambridge Faculty of Classics, the conference opened with a paper by John Bulwer, ‘Teaching Classics in Europe: an overview’. As a teacher at the European School in Brussels and a highly committed member of Euroclassica, he was in the best possible position to set the scene for the conference. Drawing on material from his forthcoming book (Teaching Classics in Europe) he explored similarities and differences in approaches to Classics across Europe. There were two further plenary lectures over the next two days. On the Saturday Prof. Rudolf Wachter (University of Basel) gave a paper entitled ‘Latin and European Language History’ in which he demonstrated why it is so important that the Latin language is promoted as a subject which ‘fun, easy, and useful’; and, more importantly, he gave practical examples of how this could be done. The other plenary lecture, ‘North American Promotion of the Classics: New Initiatives for the New Millennium’ was given by Prof. Ken Kitchell (University of Massachusetts, current president of the American Classical League) on the last morning. Drawing on his own involvement in the revitalisation of Latin in North America he set out the strategies that had been used so effectively to combat falling rolls in Latin, and encouraged delegates to think about joint action to secure the future of the subject in Europe.

The remainder of the conference was organised around parallel sessions, with 3 papers or ICT workshops on offer at any one time (27 papers and 6 workshops in total). There were papers on the place of Latin in the school curriculum (from Austria, the Czech Republic, England, Greece, Latvia and the Netherlands); on pedagogical approaches to

23 the teaching and learning of Latin (from Belgium, Denmark, England, Germany, Italy, Romania and USA); and on Latin and new technologies (from Croatia, Denmark, England, Italy and USA). While it was frustrating not to be able to hear all the papers (the only way to fit in all the papers was by running parallel sessions), discussions are underway with Cambridge University Press to produce full proceedings of the conference in electronic format. The aim is to have these available by autumn 2006.

Apart from the formal sessions, there was also a range of less formal events. After dinner on the first evening, Richard Woff (Head of Schools and Young Audiences Education at The British Museum) took a light-hearted look at Ovid’s Metamorphoses in an illustrated talk entitled ‘Visual Transformations: a Mythological Odyssey’. This was followed the next evening with a retelling of a selection of stories from Ovid’s Metamorphoses by Hugh Lupton and Daniel Morden, two professional storytellers. There was also a guided tour of Cambridge on the Saturday afternoon, which was very well received Delegates enjoying dinner in Clare College by the many delegates who went on it, especially as the guides gave the tour a classical emphasis.

Feedback at the end of the conference was very positive. Delegates greatly appreciated the range of topics and speakers and were impressed by the quality of the facilities both in the Faculty of Classics and in Clare College, where most of the delegates were accommodated. Encouraged by the very supportive feedback and prompted by approaches from a number of delegates we are exploring the possibility of holding a second conference in spring 2008, and will circulate information as soon as firm decisions have been taken about the location and main themes of the conference. Meanwhile, those who were not able to come to Cambridge in July can gain an impression of the social side of the conference on our website (http://www.egl.ku.dk/cambridge). This also provides email addresses for many of the delegates.

Licia Landi, SSIS Veneto, University of Verona, Italy Bob Lister, University of Cambridge, UK Per Rasmussen, University of Copenhagen, Denmark

Concours de grec ancien 2005-2006

Jusqu’à présent, nous connaissions, en matière de grec ancien, trois concours : 1) Le concours Pythia, qui consistait en une version et un petit essai sur un sujet de l’Antiquité grecque ; il offrait aux vainqueurs un voyage à Delphes. 2) Le concours Odeg, qui récompensait les lauréats d’une version par un séjour à Athènes au mois d’avril. 3) Le concours du Ministère grec de l’Education nationale et des Affaires religieuses qui proposait, à partir de textes d’auteurs connus à l’avance, des exercices de traduction et de commentaire. Il avait pour premier prix un séjour de quelques jours en Grèce au mois de juillet. Cette année, ces trois concours ont fusionné et ne donnent plus lieu qu’à une seule épreuve organisée par le Ministère grec de l’Education nationale et des Affaires religieuses en collaboration avec le Centre Culturel Européen de Delphes, l’Odeg et d’autres associations grecques visant à la promotion de la langue et la civilisation grecques. Groupes visés La compétition s’adresse aux élèves de la dernière année de l’enseignement secondaire, dans toutes les écoles d’Europe. En Grèce et à Chypre, ce sont les élèves de l’avant- dernière année qui sont concernés. Le sujet du concours Le sujet du concours figure dans un syllabus propre au concours, qui contient des textes écrits en grec ancien (dialecte attique) et rassemblés autour du thème : Education et démocratie. Les textes choisis cette année pour le concours des élèves (hors Grèce et Chypre) sont : 1) PLATON, Les lois, 641 e-644 b. 2) LUCIEN, Le Songe ou la Vie de Lucien. Pour les élèves de Grèce et de Chypre, les textes sont les suivants : 1) PLATON, Lettre 7: 324 c - 326b 2) ISOCRATE, Aréopagitique. § 11- 27, 37- 43, 56- 62. Deux séries de questions porteront sur ces textes : a) Deux questions de compréhension : traduction d’un extrait et communication du sens de l’ensemble du texte. b) Trois questions de commentaire sur le genre du texte, sur la place du texte dans son contexte historique et social, sur la fonction idéologique du texte en rapport avec des problèmes ou des situations de la vie moderne. Quelques règles du concours Les participants devront répondre aux deux questions de compréhension et choisiront deux questions parmi les trois questions de commentaire.

Les questions seront formulées en grec ou en anglais, mais pourront être traduites dans la langue du pays avant d’être remises aux participants. Les réponses seront formulées dans la langue de chaque groupe d’élèves. Calendrier et procédure de sélection Novembre 2005 : inscription au concours Mercredi 25 janvier, 9h : déroulement du concours dans les écoles de Grèce et de Chypre. Jeudi 26 janvier, à 11h (heure grecque) : déroulement du concours dans les écoles d’Europe. La meilleure copie de chaque école participant au concours est envoyée en Grèce, à un comité chargé de l’évaluation. Février et mars 2006 : le comité évalue et classe les copies. Avril 2006 : annonce des résultats du concours, liste des élèves lauréats et de leurs professeurs. Juillet 2006 : Cérémonie officielle de proclamation des résultats, à Athènes. Prix Pour les écoles d’Europe (hors Grèce et Chypre), il y aura 10 lauréats, à savoir les élèves qui auront rédigé les 10 meilleures copies dans ce groupe. En outre, il y aura 3 lauréats pour la Grèce et 2 pour Chypre. Mis à part ces deux derniers pays, aucun pays ne peut avoir plus d’un lauréat. Les lauréats et leurs professeurs seront invités pendant 7 jours en Grèce où ils participeront à un « programme d’hospitalité », tous frais étant payés par les organisateurs grecs. Un certificat honorifique sera remis à tous les élèves ayant obtenu une note supérieure à 70 %. En outre, un certificat honorifique sera remis au meilleur élève de chaque pays.

Informations et inscriptions Pour l’inscription et de plus amples informations HELLENIC REPUBLIC Ministry of National Education and Religious Affairs DIRECTORATE GENERAL OF INTERNATIONAL RELATIONS IN EDUCATION Directorate of International Relations in Education, Section B Mitropoleos 12-14, 105 63 Athens, Greece Tel.:+30 210-3723802, +30 210-3723805 Fax:+30 210-3221521 E-mail: [email protected] Information: A.Rouvalis/St.Moriatis

Paul Ieven

The European Curriculum for Classics

THE EUROPEAN CURRICULUM FOR CLASSICS - STATUS QUO von Alfred Reitermayer

The European Language Teacher is a term used in several teacher and education programmes and developed by the first Directorate-General for Education and Culture/University of Southhampton project (2002). It refers to a future category of teachers who think of themselves as “language teachers” rather than single language teachers (e.g. “teacher of Polish”). “Languages teachers” learn and teach through the concept of plurilingualism, and emphasize pluriculutural approaches to language learning. Such teachers would receive specialist education in the European dimension and values of language teaching, and would have a high degree of mobility throughout Europe. (Glossary from Summary of Delphi Study, p. 118 In: European Profile for Language Teacher Education – A Frame of Reference. Final Report. A Report to the European Commission Directorate General for Education and Culture, September 2004, Address for Correspondence: Professor Michael Kelly, School of Humanities, University of Southhampton, SO17 1BJ, UK)

The European Curriculum for Latin and Ancient Greek (step 1+2 for Latin with standards for pupils at 12 and 14, step 1 for Ancient Greek with standards for pupils at 14) is now online in the form approved by the general assembly of Euroclassica in Dubrovnik in April 2005. The executive committee hopes that most teachers of the classical Languages around Europe try to reflect on their national classical curricula and projects according to this European Curriculum by working out possible and practical tests and textbooks until the next status quo discussion at the general assembly in Stockholm, October 2006. For some countries this means an enormous effort, for other countries, e.g. those who adhere to the Biberacher Modell, a comfortable phase to rest. But nevertheless the most important thing is that in the next months we all try to prove the practicability of our plans in cooperation with the teachers of the other humanities, too. The number of lessons per week to reach our suggested standards for Latin are ideally: 2 lessons per week at the ages of 11 and 12 and 2 lessons per week at the ages of 13 and 14, which makes a total of 8 lessons in 4 years. To reach the standards for Ancient Greek at the age of 14 we suggest 3 lessons per week at the age of 13 and 4 lessons at the age of 14, which makes a total of 7 lessons in two years. The following standards for pupils at 16 and 18 in the following years require 3/3/3/3 lessons per week both for Latin and Ancient Greek which means in the end version an ideal total of 20 lessons for Latin in eight years and 19 lessons for Ancient Greek in six years. In these figures from the ages of 10 to 18 or 13 to 18 are impossible in some countries, then they should try to reach the standards formulated by the EC with their own

27 national curricula and should bear in mind that the EC is a maximum version, which should help in discussions with politicians, parents and pupils to show them that the classical languages take their time to reach useful results and not only Potemkin villages.

 EUROPEAN CURRICULUM FOR LATIN

EUROPEAN CURRICULUM FOR LATIN

STANDARDS for pupils at 12* (Level 1) STANDARDS for pupils at 14**(Level 2)

Competences common to vocabulary, syntax, Competences common to vocabulary, lexis, texts and cultural background syntax, lexis, texts and cultural background: By acquiring single elements of Latin pupils are able to recognize the common principles Based on less deduction and more of Latin. Based on deduction, analogies and analogies and induction pupils are able induction they define rules for morphology, to compare Latin with their mother syntax and semantics. They compare the tongue and one or two foreign common principles of Latin with their mother languages tongue and the foreign language first learned and thus pupils are able to recognize common principles of languages e.g. word classes or differences between languages e.g. word order in sentences (subject, predicate, object and adverbial phrases)

1)Vocabulary 1) Vocabulary Competences Competences Pupils are able Pupils are able (based mainly on textbooks and authentic texts)

 to acquire a basic vocabulary by  to improve their Latin working on Latin texts vocabulary  to recognize a few derived words of  to make a short account of Latin in their mother tongue derived words from Latin in  to recognize a few derived Latin their mother tongue or in words in a foreign European another foreign language language and thus pupils experience  to give a paper on the influence Latin as a base of many European of Latin words in an authentic

languages. or short literary text by choice in mother tongue or in another  to define the word classes used in foreign language the texts and to distinguish between different word fields “As a broad principle, we believe that the student should first read with understanding (and, if required, translate) and then study the grammar and syntax he has already met in context. We do not stick rigidly to this principle; if experience suggests that it is more helpful to do so, we explain grammar etc. before the narrative (Oxford Latin Course. Teacher´s book 1987, 6)

Contents Contents  Basic vocabulary (about 400 words,  Basic vocabulary (about 900 not counting easy deriving words) words, not counting easy  Word classes: verbs, nouns, deriving words) adjectives, pronouns, prepositions,  Word classes: verbs, nouns, adverbs, numerals, conjunctions, adjectives, pronouns, interjections prepositions, adverbs,  Word fields: word family (same numerals, conjunctions, stem), word field (same family) interjections  Word fields: word family (same stem), word field (same family)

2) Syntax 2) Syntax Competences Competences Pupils are able Pupils are able  to make a system for the  to distinguish predicate, elements of Latin and enter subject, object, adverbial of new phenomena in the system time, place, cause and manner already acquired  to analyse Latin sentences in  to use their knowledge of single comparison with mother words, word groups, main and tongue

subordinate clauses for  to understand the primary and analyzing texts historic sequence of tenses  to use basic meta-language  to understand the differences terminology for describing between subjunctive and language phenomena indicative in mother tongue and Latin

Contents Contents  Predicate: verb and noun with  Predicate: verb alone (Marcus the auxiliary verb esse discit.) or noun or adjective with  Subject: noun, pronoun, esse (Marcus discipulus est. Marcus verb(infinitive), adjective, bonus est.) numeral used as subject  Subject: noun, pronoun, verb  Object: noun, pronoun, (infinitive), adjective, numeral, adjective, numeral used as relative clause used as subject object with accusative (=O4),  Object: noun, pronoun, verb with dative (=O3), with (infinitive), adjective, numeral, genitive (=O2) relative clause used as object with accusative (=O4), with dative (=O3), with genitive (=O2) and with ablative (=O6)

 Adverbial phrases: of time,  Adverbial phrases of time, place, place, cause cause and manner  Construction replacing clauses:  Constructions replacing Indirect Statement (= accusative clauses: Indirect statement (= and infinitive or AcI), (nominative accusative and infinitive or and infinitive or NcI), participle in AcI), nominative and infinitive agreement (=participium or NcI), particple in agreement coniunctum), ablativus absolutus (=participium coniunctum)

 Syntactic and semantic main  Syntactic and semantic main functions of cases functions of cases  The different use of tenses in Latin and mother tongue:  The different use of tenses in Latin  Different clauses: Main and mother tongue and one foreign clauses: the indicative is used language in statements (homo sum:  Different clauses: Main clauses humani nihil a me alienum with indicative in statements, direct puto. Terentius Afer, questions, imperative and

Heautontimoroumenos 77) and subjunctive in wishes (hoc faciatis! direct questions (in homine Ne hoc faciatis!), in exhortations/ quid optimum quid est? Ratio. commands (= jussive) (hoc Seneca, Ep.76), the imperative faciamus! Hoc faciat!) / is used in commands prohibitions (ne hoc feceris!), in deliberative questions (quid faciamus?)

 Subordinate clauses: the  Subordinate clauses: the indicative indicative is used in definite is used in definitive relative clauses relative clauses, definite (haec est casa, quam Livius temporal clauses, causal aedificavit.), definite temporal clauses, concessive clauses clauses, ( postquam/ubi/ut Marcus with quamquam , open casam aedificavit, Liviam duxit in conditional clauses, cum matrimonium.), causal clauses (=when) takes the indicative in (quod/quia/quoniam Livius casam present and future time aedificavit, Liviam duxit.), concessive clauses ( quamquam Livius casam bene aedificavit, ventus eam obstruit), open (=real) conditional clauses (si surgis, ad montem Ventuosum imus/si surrexisti, ad montem Ventuosum iimus/ si surrexeris, ad montem cum (= when) (Livius, cum casam confecerit, Liviam ducet.); the subjunctive is used in purpose (=final) clauses, indirect commands,consequence (= consecutive) clauses, indirect questions, concessive clauses with cum, temporal clauses with cum historicum  Connecting relative (Maecenas Quintum arcessivit. Quem cum vidisset, salutavit. Gerund in adnominal use with genitive, ad + accusative or in/de + ablative, Gerundive predicatively used with esse and in adnominal use in analogy to the gerund

3) Lexis 3) Lexis Competences Competences Pupils are able Pupils are able  to acquire forms of verbs and  to distinguish word classes nouns by working on the Latin (verb, noun, adjective, text under instruction adverb, pronoun, conjunction, numerals, preposition, interjections)

Contents Contents Conjugations Conjugations  conjugate verbs of all  conjugate verbs of all conjugations, esse and conjugations, esse, important important compound verbs compound verbs, irregular  tenses: present tense, simple verbs (esse, posse, ire, ferre) future, past tense and perfect, tenses: present tense, simple pluperfect future, past tense, perfect,  mood: indicative, imperative pluperfect, future perfect  gender of verbs: active voice  moods: indicative, subjunctive,  present and perfect participle imperative  present and perfect infinitive  active voice, passive voice, deponent verbs  infinitives (present, perfect, future)  participles (present, perfect, future)

Declensions: Declensions : decline nouns: 1st declension (stems in -  all declensions a), 2nd declension (stems in -o), 3rd  adjectives (positive, declension(stems in consonants), 4th comparative, superlative) declension (stems in -u), 5th declension  adverbs (positive,comparative, (stems in -e) superlative, irregular  decline adjectives: Masculine comparison) & neuter 2nd declension;  nd-forms feminine 1st declension, 3rd declension (stems in consonants, stems in –i),  participles (present, perfect,  present participle, perfect future in adnominal use : e.g. participle

morituri te salutant.)  pronouns: personal- and  pronouns: personal pronouns possessive pronouns (reflexive and possessive pronouns and non reflexive), relative (=possessive adjectives)( pronouns, possessive pronouns, meus-a-um/ my, tuus-a- interrogative pronouns um/your, suus-a-um/ his own, her own; noster, nostra, nostrum/ our, vester, vestra, vestrum/ your, suus-a-um their  Cardinal numbers (1-10, 10- own), reflexive and non 100, 1000) reflexive pronouns, relative pronouns, interrogative pronouns, indefinite pronouns  Cardinal numbers, ordinal numbers

4) Texts 4) Texts Competences Competences Pupils are able Pupils are able  to acquire Latin texts under  to begin a dialogue with an instruction on the base of text authentic text as a listener with grammar, syntax and word own pre-cognition, grammar expectations, prejudices and  to translate texts, to write a the social context summary and to interpret texts  to use different kind of methods to work with a text, for example team work or single job to improve their social and personal competences

By translating Latin texts pupils improve By translating Latin texts pupils improve their mother tongue competence, increase the their mother tongue competence, increase number of rhetorical abilities and increase the number of rhetorical abilities and their reading competence. increase their reading competence.

Contextual elements: coherence between verbal and non-verbal elements of the speaker of the authentic text and

listeners´ expectations

Contents Contents Syntax: simple clause, the addition of Syntax: different main and subordinate main clauses, the addition of main clause clauses and subordinate clause, Lexis: syntactical and semantic definition of forms and words Lexis: semantic function of different Basic text: textbook or personal subordinate clauses manuscript written by the teacher Basic text: mainly based on authentic sources

5) Cultural background 5) Cultural background Competences Competences Pupils are able Pupils are able - to connect important fields of  to give a paper on Roman ancient life with knowledge literature, art and architecture acquired in history  to play the role of a virtual - to recognize elements of Roman guide for important places of culture, which have influence until Roman culture now Contents: Contents Catalogues of museums, Links to According to the textbook important websites about Greek and - private and public life Roman culture - Greek and Roman mythology - topography of Rome

ANNEX: ANNEX:

*PREAMBLE to EC for Latin 1 **PREAMBLE to EC for Latin2 “Critical thinking” was originally considered “If we go back a century in the history as only one among many pedagogical of foreign language teaching, authentic learning objectives in the long-term project texts played an all-important part, … In the meantime, critical thinking has especially in the teaching of Greek and become a central factor in the development Latin. With these texts as media, the of an instructional system. (Petri 2002, p301) students read, analysed, translated, and One of the best ways for pupils of the 21st learned grammar, and the process was, century to gain substantial improvements in in addition to learning the foreign

34 the field of critical thinking, is to work with language, intended to promote the Greek and Latin texts because of their student´s development as a human complex structure. The main advantage is being, his or her educational that Greek and Latin are not spoken development or `Bildung. Now, after languages, so pupils fully concentrate on decades of foreign language teaching translating a very complex structure and by from constructed textbook texts at lower doing so they school levels, authentic text has come into focus again.” (Fenner, Anne-Brit Cultural (2001) Awareness and language awareness based on dialogic interaction with texts in foreign language learning. Straßbourg Cedex : Council of Europe Publishing, p. 13) make a critical appreciation of the contents Anne-Brit Fenner is right, when she much more than by using a translation. The says in her article “Dialogic interaction main purpose of learning a modern language with literary texts in the lower is to learn to gain competence in secondary classroom”: ”In my view it is communication. a misconception that ‘real life’ for Greek and Latin texts cover the highlights of teenagers necessarily means that European mentality in science, philosophy, textbooks have to reflect their everyday culture and politics until Copernicus, lives outside school, as this seems a very otherwise the texts would not have survived limited presentation of the foreign until now in the curricula of secondary culture. There seem to have been two schools in most European countries. In some main types of dialogue in foreign countries Latin is even required for studying language textbooks, serving two at university. For example, in Austria, Latin different purposes. One kind has been is a precondition for about 40 subjects, even dialogues based on models of speech for studying medicine and law, which many conventions with very little content and students begin to study. only ritualised meaning. The other has been short dialogues to introduce So the European Curriculum for Classics is specific topics, which have then been intended as a frame including standards for expanded upon further texts. (id. pupils at the age of twelve, fourteen, sixteen p.13ff).” and eighteen to inform them about basic “A tendency in the former type of cultural, political and economic ideas. By dialogue is not only dependent on a translating and discussing Greek and Latin minimum of two participants, but also texts pupils will realize the good and bad on having a topic to talk about, what sides of European projects from the origin of Ricoeur calls the third participant. Europe until now. For example, the human Forced dialogue in the classroom reaction to use and abuse political power, without a topic that the learners can discussions about the importance of topical engage in dies out quickly.” (Ricoeur,

35 interest at the clash of civilisations and P. (1992) Oneself as Another. Chicago religions since the 11th September 2001 etc. and London: The University of Chicago will give the pupil the earliest possible Press. In: Fenner, p.15) chance to become a European citizen in “a multicultural, inclusive and tolerant society” (First global report by the European Concerning Classics in the Classroom Commission Expert Group A 2002/2003, p teachers on the second level of Latin 13): should be highly motivated to give the learner a first chance to interpret both authentic texts and literary texts in So the main new aim of the Curriculum is not cooperation with curricula of the second to emphasize the work with ancient authors, or third foreign language and mother but the work with themes that have been tongue. important for humans since ancient times, Thus a compulsory Canon of texts discussed by the most important authors of should not limit teachers´ interests and world literature. This means by authors abilities, as there are so many kind of writing in Latin up to the time of Copernicus. high quality Latin and Greek texts in the Besides that Greek and Latin will give the Internet. pupil the opportunity to gain key Any type of teacher should be able to competences like the competence in rhetoric, justify after the current school year an important field for the successful member his anthology of texts according to of the 21st century to increase the quality and EC´s standards . effectiveness of education and training systems in the European Union. By gaining confidence pupils of an university entrance course strengthen their “entrepreneurship”(id. p. 13) to involve in hard, but promising projects of personal fulfilments and business career.”

GREEK/LATIN and KEY COMPETENCIES From the beginning Greek and Latin lessons lay the foundations for reading competence like translating, interpreting and understanding texts. When the stage of textbooks is passed, pupils learn personal and civil competences by interpreting original texts and by analyzing the texts in comparison with their own life circumstances and experiences they learn to be aware of their own cultural identity in framework of

36 plurality and multicultural coexistence. By investigating information credibility they learn to think critically, to have their own judgement and to be able to discuss with other people on a higher level than before regarding xenophobia, tolerance and riches of arguments. Thus pupils get familiar with responsibility, independency and initiative for their own benefit and also for public benefit. (summary of an Czech working group on basic skills, foreign language teaching and entrepreneurship 2003, p. 2) In addition to this, pupils learn to know the foundations of architecture, theatre and art by visiting Greece, Italy and other countries, where monuments of the Greek and Roman Empire are visible. By making these excursions supervised by teachers of Classics, pupils learn to acquire general cultural taste, which also helps their home countries to hold the standards of their cultural acquisitions for the future. “Who does not care about MUSAE in his youth, has died and is dead for his life; for the time is gone and the time will come.” (Euripides)

STANDARDS

The standards are based on a model which was started in 1997 at 3 grammar schools and will be used in 2005/06 by 80 percents of grammar schools in Baden-Württemberg (Germany). Furthermore the standards are based on the Oxford Latin Course, on the new Austrian Curriculum for Classics started 2004/05 and on objectives of the European Council regarding educational policy until 2010.

 EUROPEAN CURRICULUM FOR ANCIENT GREEK

Standards for pupils at 14* (Level 1)

Competences common to vocabulary, syntax, lexis, texts and cultural background: By acquiring single elements of Greek, pupils are able to recognize the common principles of Greek. Based on deduction and analogies they learn rules for morphology, syntax and semantics. They compare the common principles of Greek with phrases of modern Greek and Latin and learn something about Greek culture from its very first beginnings until today.

1) Vocabulary Competences Pupils are able  to make themselves familiar with Greek alphabet and breathings  to acquire a basic vocabulary by working on Greek texts  to use basic elements of word grammar  to use their knowledge of mother tongue to deduce Greek words  to use the acquired Greek vocabulary for working with other foreign languages, especially modern Greek  to use the knowledge of the meaning of Greek words for interpreting foreign words and derived words and so pupils experience Greek as a base of science, policy and culture  to define word classes

Contents  Basic vocabulary (about 400 words, not counting easy derivative words)  Word classes: verbs, nouns, articles, adjectives, pronouns, prepositions, adverbs, numerals, conjunctions, interjections, particles

2) Syntax Competences Pupils are able  to make a system for elements of Greek and enter new phenomena in the system already acquired  to use their knowledge of single words, word groups, main and subordinate clauses for analysing texts  Contents Categories of syntax:

Predicate: a verb agrees with its subject nominative in number and person as (ἐγὼ) λέγω, I say; οὗτος λέγει, this man says; οἱ ἄνδρες λέγουσιν, the men say; a nominative in the neuter plural regularly takes a singular verb as ταῦτα ἐγένετο, these things happened; a singular collective noun denoting persons may take a plural verb as τὸ πλῆθος ἐψηφίσαντο πολεμεῖν, the majority voted for war (T.1, 125)

Subject: The subject is in the nominative, as ὁ ἀνὴρ ἦλθεν, the man came; the subject of the infinitive is in the accusative, as φησὶ τοὺς ἄνδρας ἀπελθεῖν, he says that the men went away; the subject of the infinitive is omitted when it is the same as the subject or the object (direct or indirect) of the leading verb, as βούλεται ἀπελθεῖν, he wishes to go away; many verbs in the third person singular have an infinitive or a sentence as their subject. These are called impersonal verbs, as ἔξεστιν, it is possible or συμβαίνει, it happens. Adjective used as a noun: an adjective or participle, generally with the article, may be used as a noun e.g. ὁ δίκαιος, the just man; οἱ κακοί, the bad; τῶν κρατούντων, of those in power; οἱ γραψάμενοι Σωκράτην, the accusers of Socrates (Predicate Position.)When an adjective either precedes the article, or follows the noun without taking an article, it is always a predicate adjective e.g. σοφὸς ὁ ἀνήρ or ὁ ἀνὴρ σοφός (sc. ἐστίν), the man is wise, or wise is the man A noun qualified by a demonstrative pronoun regularly takes the article, and the pronoun stands in the predicate position e.g. Οὗτος ὁ ἀνήρ, ὁ ἀνὴρ οὗτος this man (never ὁ οὗτος ἀνήρ)

Attic use of the article: In Attic Greek the article generally corresponds to the article the; as ὁ ἀνήρ, the man; τῶν πόλεων, of the cities; τοῖς Ἕλλησιν, to the Greeks; Proper names may take the article as ὁ Σωκράτης or Σωκράτης, Socrates; abstract nouns often take the article as ἡ ἀρετή, virtue; ἡ δικαιοσύνη, justice; nouns qualified by a demonstrative pronoun regularly take the article as οὗτος ὁ ἀνήρ, this man; ἐν ταῖσδε ταῖς πόλεσιν, in these cities.

Object: noun, pronoun, verb (infinitive), adjective, numeral used as object + accusative (=O4), genitive (=O2), dative (=O3)

O4: The direct object of the action of a transitive verb is put in the accusative; ταῦτα ποιοῦμεν, we do these things; Cognate accusative (Internal object): Any verb whose meaning permits it may take an accusative of kindred signification. This accusative repeats the idea already contained in the verb, and may follow intransitive as well as transitive verbs e.g. μάχην νικᾶν, to ωin a battle;Ὀλύμπια νικᾶν, to gain an Olympic victory The accusative of specification may be joined with a verb, adjective, noun, or even a whole sentence, to denote a part, character, or quality to which the expression refers e.g.

καλὸς τὸ εἶδος, beautiful in form; δίκαιος τὸν τρόπον, just in his character; Accusative of extent: The accusative may denote extent of time or space e.g. Ἔμεινεν ἡμέρας πέντε, he remained five days Two accusatives with one verb: Verbs signifying to ask, to demand, to teach, to remind, to clothe or unclothe, to conveal, to deprive, and to take away may take two object accusatives e.g. τὴν ξυμμαχίαν ἀναμιμνῄσκοντες τοὺς Ἀθηναίους, reminding the Athenians of the alliance, T. 6,6; O2: When the genitive is used as the object of a verb, it seems to depend on the nominal idea which belongs to the verb: thus ἐπιθυμῶ involves ἐπιθυμίαν; and in ἐπιθυμῶ τούτου, I have a desire for this, the nominal idea preponderates over the verbal. O3: The indirect object of the action of a transitive verb is put in the dative. This object is generally introduced in English by to e.g. Δίδωσι μισθὸν τῷ στρατεύματι, he gives pay to the army; Certain intransitive verbs take the dative, many of which in English may have a direct object without to e.g.Ἐπίστευον αὐτῷ αἱ πόλεις, the cities trusted him, X.A.1,9; The dative follows many verbs compounded with ἐν, σύν, ἐπί; and some compounded with πρός, παρά, περί, ὑπό

Adverbial phrases: of time, place, cause and manner

Construction replacing clauses: Indirect statement (accusative and infinitive, nominative and infinitive), genitive absolute

Syntactic and semantic main functions of cases

The different use and the relation of tenses: The tenses may express two relations. They may designate the time of an action as present, past, or future; and also its character as beginning, as finished, as going on or as simply taking place. The latter relation appears in all the moods and in the infinitive and participle; the former appears always in the indicative, and to a certain extent in some of the dependent moods and in the participle:

1. PRESENT, action going on in present time: γράφω, I am writing 2. IMPERFECT, action going on in past time: ἔγραφον, I was writing 3. PERFECT, action finished in present time: γέγραφα, I have written 4. PLUPERFECT, action finished in past time: ἐγεγράφη, I had written 5. AORIST, action simply taking place in past time: ἔγραψα, I began writing, I finished writing 6. FUTURE, future action (either in its progress or in its mere occurrence): γράψω, I shall write or I shall be writing 7. FUTURE PERFECT, action to be finished in future time: γεγράψεται, it will have been written

The aorist indicative takes its name (ἀόριστος, unlimited, unqualified, undefined) from its denoting a simple past occurence, with none of the limitations as to completion, continuance, repetition, etc, which belong to the other past tenses. It corresponds to the ordinary preterite in English, whereas the Greek imperfect corresponds to the forms I was doing, etc. Thus, ἐποίει τοῦτο is he was doing this or he did this habitually; πεποίηκε τοῦτο is he has already done this; ἐπεποίηκει τοῦτο is he had already (at some past time) done this; but ἔβαλον is simply he threw without qualification of any kind or it denotes the beginning (he began to throw) or the result of an action (he reached the target). The aorist is therefore commonly used in rapid narration, the imperfect in detailed description. As it is not always important to distinguish between the progress of an action and ist mere occurrence, it is occasionally indifferent wether the imperfect or the aorist is used; compare ἔλεγον in T.1,72 with εἶπον, ἔλεξαν and ἔλεξε in Τ.1,79. The two tenses show different views (both natural views) of the same act of speaking.

Different clauses: Main clauses and subordinate clauses

The moods: indicative, subjunctive, optative

3) Lexis Competences: Pupils are able . to distinguish forms of verbs , nouns, adjectives, prepositions, adverbs, conjunctions, numerals, pronouns, interjections

Contents: Conjugations: . conjugate verbs in -ω,-μι, compound verbs, irregular verbs . adverbs (positive, comparative, superlative, irregular comparison) . tenses: present tense, simple future, imperfect, aorist, perfect, pluperfect, future perfect . moods: indicative, subjunctive, optative, imperative . active voice, middle voice, passive voice, deponent verbs . infinitives (present, aorist, perfect, future) . participles (present, aorist, perfect, future)

Declensions: . all declensions . adjectives (positive, comparative, superlative) . participles (present, perfect, future in adnominal use)

. pronouns: personal pronouns and possessive pronouns (= possessive adjectives), reflexive and non reflexive pronouns, relative pronouns, interrogative pronouns, indefinite pronouns . Cardinal numbers (1-10, 10-100, 1000)

4) Texts Competences Pupils are able . to begin a dialogue with an authentic text as a listener with own pre-cognition, expectations, prejudices and the social context  to acquire as a prerequisite of dialogues a minimum of understanding between the author of the authentic text and listeners´ world  to regard the authentic text as a chance to gain receptive and aesthetical skills by reading in a passive role. In this opinion it is only once the reader does something with the text, like talking or writing about it, that he or she becomes a producer of language.

Contents Contextual elements: coherence between verbal and non-verbal elements of the speaker of the authentic text and listeners´ expectations Syntax: different main and subordinate clauses Lexis: semantic function of different subordinate clauses Basic text: mainly based on authentic sources

5) Cultural background Competences: Pupils are able  to give a paper on Greek literature, art and architecture  to play the role of a virtual guide for important places of Greek culture

Contents: Catalogues of museums, Links to important websites about Greek and Roman culture

ANNEX:

*PREAMBLE to EC for Ancient Greek1 “At least two wise men of the ancient world, Socrates and Plato, have been protected from being forgotten and thus human mankind remembers at least both of them. One of them has spoken without having written ever, whereas the other one has held the words of the former one in a written version. In their complementary contrast the oldest founders of communication and saving information hide and reveal themselves at the same time: oral tradition and writing in characters as well as the transformation from

42 the one to the other.” (Michel Serres in: Le savoir grec: Dictionnaire critique. Jacques Brunschwig/Geoffrey Lloyd (editor). Flammarion 1996, p.9)

“The study of Greek syntax, properly pursued, gives the pupil an insight into processes of thought and the manner of expression of a highly cultivated people; and while it stimulates his own powers of thought, it teaches him habits of more careful expression by making him familiar with many forms of statement more precise than those to which he is accustomed in his own language. The Greek syntax, as it was developed and refined by the Athenians, is a most important chapter in the history of thought, and even those whose classical studies are limited to the rudiments cannot afford to neglect it entirely.” (William W. Goodwin. Greek Grammar. Boston: Ginn & Company 1900, p.IV)

Learning Greek gives an entry to the technical language of science (for example medicine), rhetoric and culture. The European tradition in theatre, architecture and philosophy has been created by the Greeks and everyone may observe that by reading and analysing Greek literature. Greek is also language of New Testament and reveals Christian religion in a very authentic form. So learning Greek is a training for the European of the 21st century for gaining taste of European culture, aesthetic feeling and in addition we can become sensitive to political, social and religious meaning of sports from ancient times till now.

STANDARDS

The standards are based on a model of Baden-Württemberg which is also used in the “German high school” in Athens, on a Greek Grammar made by William W. Goodwin, Eliot Professor of Greek Literature in Harvard University, the new Austrian Curriculum for Classics starting in 2004/05 and on objectives of the European Reference Frame for Languages.

Alfred Reitermayer

Latin Platform

http://linguanet.asn- graz.ac.at/

This document is for the Latin Platform in order to understand how it works, and make maximum use of it. The content includes basic technical and didactical information about the solutions.

Some background information

A group of Austrian Latin teachers, encouraged and supported by Franz Riegler - and fascinated by his e-learning projects -, has decided to build up a data base-driven web site for learners and friends of the Latin language. Together with Latin students of several Austrian Grammar schools they have put the complete basic vocabulary and grammar of the Latin textbooks used in their beginners' courses into the so-called LATIN PLATFORM.

At the moment this platform contains about 2100 words and more than 1200 Internet pages. It offers students and everyone interested in classical education a variety of learner-autonomous programmes including materials for self-evaluation.

In addition, it provides numerous links to other subjects and the possibility of combining resp. comparing the Latin vocabulary with words of other European languages.

The Basic Intention of the Latin Platform

 The Latin Platform is to be used as additional material for all those interested in the Latin language.  This programme should give learners the possibility to work independently and also to have supplementary material as learning aid in the further development of language learning.  The Latin Platform is linked to the book and the exercises have been developed according to the units in the book.

Content

The Latin Platform currently includes basic vocabulary of about 2000 words and more than 1200 exercise pages. There is, of course, the opportunity to choose the level of exercises you would like to do. Teachers and students have worked together to build up this Latin Platform.

Basic Principles: didactic before technical

 The Latin Platform is free and open to all.  It should be extremely user-friendly.  It is also possible for everyone to contribute their own exercises to the Platform.

For further information, please contact: Franz Riegler BRG Kepler Graz, Keplerstraße 1, A-8020 Graz eMail: [email protected] Web: http://linguanet.asn-graz.ac.at/ Documentation: http://www.sprachenstudio.net/latein/dokumentation/latin-platform- engl.pdf

Euroclassica PROJECTS

 ANTIQUITY CONNECTS A project for European Education

Dear Madam, dear Sir, what will our world look like in 30 or 50 years? Will Europe be able to retain and to renew its European values in the competition of civilisations? In our opinion Europe is held together not so much by its economic and monetary union, but most of all by its common values. The creation of a free and democratic Europe based on liberty, reason, solidarity and human rights cannot be realized by diplomacy alone; it will be created by education. Future skills can be developed only when knowledge of the present is combined with an awareness of the past. For many years, however, schools have put too much emphasis on the present and the recent past – disregarding that it means a great chance for the spiritual development of young people to have the opportunity of studying the foundations and best traditions of our common European civilisation; even less considering how important classical studies could be for the building of the common European house. So far this European identity has been poorly developed. A historical awareness which focuses on common European interests rather than the differences is missing. In order to develop this awareness Europe must concentrate on its common roots. Who ever seeks to embed the awareness of this common Europe in people’s minds and thinking, has to be interested in giving young people all over Europe the opportunity to study the classical roots of our culture. Scientists and teachers from more than twenty European countries have joined the initiative “Antiquity Connects”, in order to underline that educational policy is largely responsible for the mental and cultural dimension of the future Europe. The enclosed booklet contains this appeal in sixteen European languages; translations into further languages are being prepared. „Euroclassica“, the parent organization of all European associations of classical teachers, is supporting this project. To be successful, this project needs to be supported by distinguished persons throughout Europe. Therefore we would like to ask you to contribute with your signature to the strengthening of classical education throughout Europe. In the coming months we are planning to present our appeal “Antiquity Connects”, together with the list of signatures, to national governments and to regional executives as well as to the European Parliament and to the European Commission. With our best wishes and many thanks in advance for your efforts.

Collecting signatures for the project for European Cultural Education

In Dubrovnik you received copies of our booklet "Antiquity connects", which contains the manifesto in 16 European languages. We also discussed the next steps to promote this project for European Cultural Education, and we decided to send letters, together with the booklet, to opinion leaders in our countries - in order to get their support. Afterwards, in my e-mail of 2 June, I sent you English, French and German drafts of such a cover letter and of a signature form, which we might send, together with the booklet, to these persons. Please find an English draft of such a text also in this Newsletter (see above). Of course, these drafts are only suggestions and may be changed. The main objective is to get the support of important persons in each country (highly regarded personalities, sympathetic figures, opinion leaders: scientists, journalists, authors, politicians ...). In my opinion it would be advisable to use a letter head of your national association where these individuals can find your address to which they may send their answer or signature. In order to make it as straightforward as possible for them to reply, it has proven to be a good idea to enclose a pre-addressed return envelope with the letter. If you need further copies of the booklet, tell me, please, the number of copies you want and your postal address. I’ll send them to you. When you’ve found supporters in your country, I would be very grateful if you could inform me about their names and professions. Then I’ll keep in touch with Francisco to prepare the next steps: - presentation of our manifesto “Antiquity connects”, together with the list of signatures, to national governments and to regional executives as well to the European Parliament and to the European Commission and - coordination of press releases. I was very delighted to receive the first lists of signatures from Christine Haller: Twelve highly regarded Swiss personalities are supporting our project (as of November 2005)! And Gabriela Cretia collected more than 40 signatures of important Romanian personalities (as of December 2005). Congratulations to Christine, Gabriela and all other colleagues who have already been successful in these time-consuming efforts! I would like to thank all of you once again for your translations and your other valuable contributions supporting our “Actio ad eruditionem humanisticam in Europa spectans”.

Helmut Meissner

 ANCIENT GREEK DRAMA

INTRODUCTION New projects have arisen after some contacts held in Greece between members of ODEG and Euroclassica. First the European Competition in Ancient Greek Language; ... Second a new project concerning Ancient Greek Drama. Those projects are supposed to envolve students at Secondary Education.

DETAILS OF THE DRAMA PROJECT We think of submitting to the Assembly two different activities.

QUID a) A meeting of students from one european country with another one made of Greek students to perform a piece of Ancient Greek Drama in Greece together with at least an instructional tour to the Ancient Theatre of Epidauros in order to attend a performance included in the Greek Summer Festival. b) A seminar concerning a specific piece of Greek Drama including workshops and lectures. In this case — not including performance — students from different countries could attend the seminar. (That would be quite difficult). The seminar could also be added to activities included in paragraph before.

UBI Depending of the answer that we could get from different municipalities, the meeting would take place in a different city, mostly in small villages around Peloponese area.

QUANDO The meeting should take place at the beginning of July: not too warm; not too expansive tickets; not too crowded summer areas and proper dates for the running of festivals at Epidaurus.

QUO MODO — Each year one different country would travel to Greece. Groups shouldn’t include more than 30 persons. — The Executive Committee will decide in its winter meeting.

QUIBUS AUXILIIS — Each group should cover their travel expenses. — Accomodation and trips during one week should be provided by Greek sponsors. — In case a seminar is developped an amount of about // euros should be provided either by the students either by greek sponsors — It would be lovely to fix the meeting just before Academia Homerica linking both activities involving Etaireia Ellenon Philologon.

FINAL REMARKS — Along 2005 further contacts will be in progress in order to fix some details. We hope everything will be ready for the next General Assembly. — As a pilot experience in order to check all the problems that will presumably arise, Spain is ready to present a school theatrical group from Madrid to perform either tragedy (Euripides’ Helen) or comedy (Aristophanes’ Ploutos) in summer 2006.

The final aim would be to establish a Summer School in Ancient Aestiva PROVIDED EUROCLASSICA or GREEK INSTITUTIONS will cover most of the ACCOMODATION FEES.

José Luís Navarro

 CLASSICS TEACHING IN EUROPE

This volume contains chapters on the state of Classics teaching in schools in many different European countries. The authors examine how Classics is seen in their own country, what methods are used and how many pupils take courses in Classical studies and languages. This enables comparisons to be made across Europe about the current position that Classics holds in the curriculum. It is aimed at teachers, headteachers and administrators in all countries within and beyond the European Union. edited by John Bulwer Duckworth London 2006 Ł16.99 www.ducknet.co.uk

Announcement of the IIa Academia Latina 2006

1st –9th August 2006 Rome

One of the most important aims of EUROCLASSICA is to make pupils and students aware of the European dimension of Classics. EUROCLASSICA’s summer school will bring together young people from different European countries around a classical theme. The summer school will be held in Rome so that a theoretical and practical approach to classical topics could be made by combining lessons with instructional tours to museums and archaeological sites. participants: students taking courses in Classical Languages aged 15-18 date: Tuesday 1st- Wednesday 9th August 2006 location: Rome topics: The city  lessons on Latin authors (Martialis, Petronius, Livius, Horatius, Plinius etc ), Roman art and history  instructional tours to museums and archaeological sites in Rome, and Pompeji  lessons in Italian for foreigners /beginners  in May 2006 director: Eva Schough Tarandi tutors: from several European countries. cost: € 500 (incl.tuition, accommodation, breakfast, dinner, and instructional tours) of which 100 Euro must be payed as a registration fee, 400 Euro on arrival  flight to Rome is not included  in order to get some financial support, each member association should contact the European Platform through the National Offices. language: lessons will be primarily taken in English; a good working knowledge of English will be required from the applicants in order to be accepted at the summer school. French may be used as second language, students must report so that it can be arranged for a group for French speaking students application: representatives should select 1-5 candidates aged 15-18. Please make a list containing name, full address, phone number, e-mail address and birth date of the candidates, and rank them in case of more applicants. requirements : be sure you have a valid travel and health insurance for this stay. Also bring a document from your school testifying you are a student there,

with the name of the school, address, country etc.  As soon as accepted you must pay 100 Euro as confirmation and also send a letter with a presentation and tell how many years of Latin you have studied , what languages you speak and if there are any special needs concerning food etc.

Send the applications to: E Schough Tarandi Kolmilegränd 33 S 187 43 TÄBY SWEDEN [email protected]

Deadline 15th February!

The Academia Latina will only run with at least 20 participants!

Announcement of the IXa Academia Homerica 2006

16st – 23rd July 2006

We announce you with pleasure that the congress and activities of Academia Homerica will take place in Greece – Athens, Chios, Oinousses, on July 2006 (16–23). The participants must arrive in Athens on July 14. On July 15 we’ ll visit Acropolis and the Archaeological Museum in Athens and then in Piraeus and Themistoclean Walls. We’ ll travel to Chios by ship on July 15. Participants will stay at The Boarding House of the Aegean University. The participants will attend lectures and lessons at the Homerion Cultural Center in Chios.

Sessions:  one session for students directed by Prof. John Thorley, for Homeric studies, main language English or French and main topic - Homer and world literature  another session for scholars with the main topic - Homer in the world  a session for all attending Modern Greek lessons  a session for attending teaching of modern Greek dances  the program contains educational tours and visits and a tour in Asia Minor on July 22 (Priene, Miletus)

Official opening of the congress: July 16, 11 a.m. at the Homerion Cultural Center Official closing: July 23rd, 11 a.m. Participation fee: 500 Euros Deadline for applications: April 30, 2006

For more information contact: 1. Maria Giatrakou 146-148 Mavromichali 11472 Athens – Greece Tel: 0030-210 6423526, Mobile: 6932-368388, e-mail: [email protected]

2. Prof. John Thorley 4 Hilltop Milnthorpe Cumbria LA7 7RD - UK e-mail: [email protected]

3. Marianna Georgountzou-Nikitipoulou Igimonos 2 15773 Zografou, Athens – Greece Tel: 0030-210 7789920

Book Notice

The Penelopiad By Margaret Atwood Canongate 2005 1841956457

Canongate are issuing a series of retellings of myths by a number of writers including Chinua Achebe, Donna Tartt, Jeanette Winterson and as the first in the series Margaret Atwood. She chooses to retell the story of Penelope giving her the personal voice which she lacks in the Odyssey. Atwood is known as a feminist writer and so her choice of Penelope is unsurprising; more unusual is her foregrounding of the maids whom Telemachus hangs in Book 22 of the Odyssey. These are given their own voice as a kind of tragic chorus who contribute songs in between the narrative sections. These songs, or poems, or choral odes are in a variety of forms and metres and show off Atwood’s technical skill at verse. They come as a ballad, a sea shanty, a nursery rhyme, a melodramatic scene in rhymed couplets. The tone of all these is light and humorous, which contrasts sharply with their content: the maids’ grim fate. They would be very suitable for musical setting and performance in a stage version. A similar contrast is to be found in Penelope’s voice. She speaks to us directly from the Underworld in the tones of a modern woman: direct, capable, unsentimental about men, assertive and ironic. She tells of her childhood and her marriage to Odysseus, as well as her rivalry with Helen, her prettier cousin. We are taken through all the main happenings of the Odyssey in the brisk, conversational tones of one woman gossiping with another over a glass of wine. Yet she inhabits a world which is mythical and where the supernatural is not unknown. Much is made of Penelope’s status as the daughter of a watery Naiad. In the end are we meant to see her as mythical or real? This conflict is unresolved, although Atwood herself seems aware of it in the parody anthropology lecture given by the maids, who interpret away their gruesome execution as the ritual overthrowing of a matrilineal moon-cult by patriarchal father-god worshippers. They add: You don’t have to think of us as real girls, real flesh and blood, real pain, real injustice. That might be too upsetting. Yet Atwood gives them light verse and song and dance routines for our entertainment. This paradox is at the centre of the book: ancient/modern, historical/mythical, serious/parody, comic/tragic, human/supernatural. This is the kind of question perhaps that modern versions of myth ought to ask of us. The Penelopiad is already available in French, and has been sold to publishers in many countries.

John Bulwer

Author, auctor, auteur

A small prize is offered to the first person to identify the following quotations. Answers to John Bulwer ([email protected]) by 31st May 2006 please.

1. Nam maiore ex duobus pueris, rege, amisso minori tradidit regnum maiorique ex duabus filiis, ______, quae manserat in fide praesidiisque eius;

2. Non paventar; col guardo meglio ch'egli non fece col capo di Pompeo, ______obbligherò; invan aspira al trono, egli è il germano, e la regina io sono.

3. The barge she sat in, like a burnish'd throne, Burn'd on the water: the poop was beaten gold; Purple the sails, and so perfumed that The winds were love-sick with them; the oars were silver, Which to the tune of flutes kept stroke, and made The water which they beat to follow faster, As amorous of their strokes.

Last year’s solution:

1. Ferrum optimum daturus est, sine fuga, carnarium in medio, ut amphitheater videat. Petronius Cena Trimalchionis XLV

2. Brothers, what we do in life echoes in eternity. Maximus in Gladiator (directed by Ridley Scott, 2000)

3. C]N ALLEI NIGIDI MAI QUINQ GL PAR XXX ET EOR SUPP PUGN POMPEIS VIII VII VI KALENDAS DEC... Pompeian graffito CIL 4.7991 (painted in red and black on the front wall of 3.2.1 on the Via dell'Abbondanza)

Members of Euroclassica and Their Representatives in the General Assembly

Austria (Sodalitas, Bundesarbeitsgemeinschaft klassischer Philologen in Oesterreich) Alfred Reitermayer Tel/fax: +43 316 719866 Steinfeldgasse 26 [email protected] A-8020 Graz

Belgium www.agers.cfwb.be/fpgl/fpgl.htm (FPGL, Fédération des Professeurs de Grec et de Latin) (French and German speaking part of the country) Paul Ieven Tel: +32 2 3872942 Avenue de Chantecler 26 [email protected] B-1420 Braine-l’Alleud

(VZW Classica Vlaanderen) (Dutch speaking part of the country) Liesbet Waumans Tel: +32 3 2369630 Tweelingenstraat 12 [email protected] B-2018 Antwerpen

Bulgaria (A.A.C., Association des Antiquites Classiques) Anna Nikolova Tel: +359 2 465143 University of Sofia, Classical Philology Fax: +359 2 463589. Bulevar Ruski 15 [email protected] Sofia [email protected]

Croatia (Philologorum Classicorum Societas Croatica) Jadranka Bagarič Tel/fax: +385 20436372 Ivana Meštroviča 3 mobil: +385 915745241 HR-20000 Dubrovnik [email protected]

Czechia (ALFA, Antiquis Linguis Fovendis Associatio) Tel. : +420 58 5224563 Barbara Pokorná [email protected] Tel.: +420 585224563 Trnkova 16 779 00 Olomouc [email protected]

Denmark www.kl.gymfag.dk (Klassikerforeningen) Margit Kiil Joergensen [email protected]

France (IFTA, Institut Francais du Théatre Antique) Pascal Thiercy Tel. : +33 2 98379114 10, Rue Park ar Maner [email protected] F-29850 Gouesnou

Germany (DAV, Deutscher Altphilologen Verband) Hans-Joachim Glücklich Tel: +49 69 726633 Myliusstrasse 25a Fax: +49 69 173647 D-60323 Frankfurt/M. [email protected]

Great Britain www.jact.org (JACT, Joint Association of Classical Teachers) John Bulwer Tel/Fax: +32 2 6751417. Square des Archiducs 7 [email protected] B-1170 Bruxelles, Belgium.

Greece (ETAIPEIA EΛΛHNΩN ΦΙΛΟΛΟΓΩN) Maria-Eleftheria Giatrakou Tel/Fax: +30 210 6423526 Mavromihali 146-148 mobil: 6932 368388 GR-11472 Athens [email protected]

Italy (CLILC: Coordinamento Ligure Insegnanti Lingue Classiche) [Regione di Liguria] Serena Ferrando

Latvia Vita Paparinska Vangazu St. 32-49 Riga LV 1024 [email protected]

Luxemburg (Pro Latinitate) Edouard Wolter Tel: +352 481371. 32, Boulevard de la Fraternité Fax: +352 26196136 L-1541 Luxemburg [email protected] edouard.wolter@ ci.educ.lu

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Poland PTF, Polskie Towarzystwo Filologiczne) Prof. dr. Hab. Jerzy Styka Zarzad Glówny Al. Mickiewicza 9/11 VI p [email protected] 31-120 Krakow [email protected]

Portugal (Associação Portuguesa de Estudos Clássicos) Francisco Oliveira Tel: +351 231423856 Rua Maria Amélia Magalhaes Carneiro 18 Fax: +351 962957733 P-3060-218 Cantanhede [email protected]

Romania (Societatea de Studii Clasice din Romania) Gabriela Cretia Tel. +402 13276533 Calea Calarasilor 319 App. 28 Fax: +402 13121313 R-030622 Bucuresti (University of Bucarest)

Russia Elena Ermolaeva Tel: +7 812 3287323 Nab. Lejtenanta Shmidta, 3, 15 Fax: +7 812 2351302 St.Petersburg 191028 [email protected]

Spain www.estudiosclasicos.org (SEEC, Sociedad Española de Estudios Clásicos) Tel : +34 91 5642538 Fax : +34 91 5645616 José Luis Navarro Tel: +34 91 5523318 Fernández Shaw 2 Fax: +34 91 5523318 E-28007 Madrid

Switzerland www.latein.ch (SAV, Schweizerischer Altphilologenverband / www.latigrec.ch ASPC, Association suisse des philologues classiques) Christine Haller Tel: +41 32 7311612. ch. des Carrels 15 Fax: +41 32 889 62 65 CH-2034 Peseux [email protected]

Sweden (Svenska Klassikerförbundet) Eva Schough Tarandi Tel: +46 8 758 58 79 Kolmilegränd 33 [email protected] S-18743 Täby

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EATAG (European Association of Teachers of Ancient Greek) Bulletin: EUROPAPHOS James H. Willets (editor) Tel: +44 1294 822709 1 Sandy Court, Seamill [email protected] West Killbride, Ayrshire KA23 9NT Scotland

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Nikolaos Nyktas Vice Prefect of Chios Agios Nikolaos Vrontadou 82102 Chios-GREECE

Dr. Athina Zacharou-Loutrari Gymn. Madia 24 82102 Chios-GREECE

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